Ikimokyklinio ugdymo pedagogų patirtis, ugdant autizmo spektro sutrikimą turinčių vaikų savarankiškumo įgūdžius

LTStraipsnyje analizuojama pedagogų patirtis, ugdant ikimokyklinio amžiaus vaikų, pasižyminčių autizmo spektro sutrikimu, savarankiškumo įgūdžius. Analizuojama, kokių sunkumų kyla pedagogams, ugdant šių vaikų savarankiškumo įgūdžius, kokius pagalbos būdus pedagogai taiko ugdydami savarankiškumo įgūdžius. Kokybinio tyrimo tyrimo rezultatai atskleidė, jog šiems vaikams būdingi bendravimo bei elgesio savitumai bei savitarnos įgūdžių sunkumai, todėl tyrime dalyvavusių pedagogų veikla, dirbant su autizmo spektro sutrikimu turinčiais vaikais, labiau orientuota į komunikacijos priemonių taikymą, veiksmų atlikimą kartu bei sėkmės patyrimą. Pedagogų akcentuojama svarbi specialistų, pedagogų padėjėjų bei tėvų pagalba atskleidžia, jog pedagogai supranta komandinio darbo svarbą, sudarant galimybę pedagogams geriau suprasti, kaip galima padėti šiems vaikams geriau prisitaikyti supančioje aplinkoje bei mažiau priklausyti nuo kito asmens. Pagrindiniai žodžiai: autizmas, savarankiškumas, savitvarka, ugdymas.

ENNowadays topic concerning autism spectrum is the most mysterious field. It is difficult to predict and forecast where the essential point of this disorder is – cognition of individuality, acknowledgment or respect to individuality. Autism is a developmental disorder occurring in three fields of activities: social interaction, communication and behavior. One of the most important factors ensuring functional and social adaptation of a human being is developing skills of self-regulation and self-sufficiency. Educating children with autism is a long and complex process. Educational practice frequently encounters a fact that such children are able to eat, dress, undress, keep body hygiene, sleep and rest on their own, i.e. maintain quality skills of self-regulation. In order to describe research problem, following problematic questions have been framed: What kind of difficulties are faced by educators in developing self-sufficiency skills for children with autism spectrum disorder? What are the methods applied by educators in developing self-sufficiency skills for children with autism spectrum disorders? What is the need of special assistance? Research object – experiences of preschool educators in developing self sufficiency skills for children with autism spectrum disorders. Research goal – reveal experiences of preschool educators in developing self sufficiency skills for children with autism spectrum disorders. Research methods: academic literature analysis, oral survey (semi-structured interview). Research participants: four preschool educators of the district educating children with autism spectrum disorders have participated in the research. Age of children: three to five years old.Research has shown that the most typical and most commonly indicated difficulties faced by preschool educators in developing self-sufficiency skills for children with autism spectrum disorder are a lack of cooperation in regard of educator assistants and teamwork (parents, educators and professionals). Analysis of methods applied by preschool educators in developing self-sufficiency skills for children with autism spectrum disorders has shown that the most effective and efficient methods are: applying measures of communication (pictures, photos, gestures etc.), consistent repetition, actions performed together and encouragement of child’s self-sufficiency. Analysis of informant responses have shown that responsibility and work with such children are more likely to be laid on educator assistant or professional employed in the office. In addition, parents are provided with assistance and sharing of the information. Significant elements of self-sufficiency skills for such children are consistent and integrated assistance and collaboration among all the participants of the educational process.